Cutting-Edge Technology Adoption for Building Holistic Patient Experience

Cutting-Edge Technology Adoption for Building Holistic Patient Experience

Roma Chauhan
DOI: 10.4018/978-1-4666-7524-7.ch010
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Internet acceptance has exponentially risen globally in the last decade with the advent of collaborative and interactive Web technologies. E-learning techniques are extensively used by medical educators to impart learning to their patients and caregivers. E-Learning 2.0 has appeared as amalgamation of traditional e-learning model and capabilities of Web 2.0. It is a supplement to treatment provided by doctors, used for educating patient and equipping them to handle preventive and disease-specific conditions resulting in affirmative patient experience. The contemporary medical practices emphasizes building patient experience and not restricting patient treatment. This chapter explains the need of shifting e-learning focus from the software product design to service design and drawing the comparative model between the two. It reviews existing E-Learning 2.0 practices being used in medical education and recent state-of-the-art technologies including webcasting, virtual learning environment, mobile technology, etc. The focal point of the chapter is how to use technology to promote patient-centered culture.
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It has been mentioned that healthcare education is converting into a competency based approach. There is rise in usage of e-learning technologies relevant to competencies through emerging improved e-learning standards (Hersh, Bhupatiraju, Greene, Smother & Cohen, 2006). E-Learning provides the learners with tremendous autonomy in the sense of choice of the time, the content and the method they learn, consequently providing on-demand learning and eliminating the challenges of time and distance (Tavangarian, Leypold, Nölting & Röser, 2004). Improvement in standards of Web and emergence of Web 2.0 has opened numerous possibilities to e-learning. The education of the healthcare professionals is depended on 100 year apprenticeship model exemplified by the phrase “see one, do one, teach one” (Gorman, Meier, Rawn, Krummel 2000).

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